Cognitive Processes Underlying Observational Learning of Motor Skills

Abstract

There is evidence indicating that an individual can learn a motor skill by observing a model practising it. In the present study we wanted to determine whether observation would permit one to learn the relative timing pattern required to perform a new motor skill. Also, we wanted to determine the joint effects of observation and of physical practice on the learning of that relative timing pattern. Finally, we were interested in finding whether there was an optimal type of model, advanced or beginner, which would lead better to observational learning. Data from two experiments indicated that observation of either a beginner or an advanced model resulted in modest learning of a constrained relative timing pattern. Observation also resulted in significant parameterization learning. However, a combination of observation followed by physical practice resulted in significant learning of the constrained relative timing pattern. These results suggest that observation engages one in cognitive processes similar to those occurring during physical practice.

Automated kinesthetic trainer enhances kinesthetic memory development

“…Since the primary guidance provided by the machine is the control of moving speed, the effectiveness and usefulness of providing external help was strongly supported by this result. This finding is consistent with previous research by Blandin, et al (1999), and Black and Wright (2000) that pointed out physical practice had more positive impact on controlling time than observational practice. Moreover, in a study on haptic training by Feygin, et al(2002) it was also found that timing accuracy was dominated by haptic training while position and shape accuracy were dominated by visual training.…”

O estudo da demonstração em aprendizagem motora: estado da arte, desafios e perspectivas. DOI: 10.5007/1980-0037.2011v13n5p392

“…Simultaneamente ao estudo da demonstração na abordagem da ação, vários estudos [43][44][45] têm investigado esse mesmo tipo de instrução na abordagem motora. Eles têm pesquisado sobre a natureza da informação e sobre a aquisição dos mecanismos de detecção e correção de erros por meio da observação do modelo.…”

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

“…In addition, they have been successfully used for teaching metacognitive skills such as self-regulation (e.g., Kitsantas et al 2000;Zimmerman and Kitsantas 2002) or (self-) assessment (Van Gog et al, in press). In contrast to worked examples, modeling examples are also highly suitable and are widely used to teach (psycho)motor skills (see, e.g., Blandin et al 1999;Wright et al 1997). Research on the mirror neuron system has provided important insights into the underlying mechanisms of observational learning of motor skills, by showing that the same neural circuits that are involved in executing a motor action oneself, also respond to observing someone else executing that action (for a review, see Rizzolatti and Craighero 2004).…”